Literature Review On Distributed Leadership

Distributed Leadership:

Leadership is a very broad concept, distributed leadership is a new form of leadership that is gaining popularity (Harris, 2004). There is a great interest in the perception of distributing leadership although interpretations of the term vary (Harris & Spillane, 2008). According to Spillane (2006) Distributed leadership is the “collaborations between leaders, teachers and their situation” (Spillane, 2006, p. 26) and distributed leadership perspective recognizes that there are multiple leaders (Spillane et al., 2004) and that responsibilities of leadership are widely shared within and between organizations (Harris, 2007). In distributed leadership, leader give importance to interactions, rather than the actions, between

Institutionalized practices: These are dictated by the formal structures in a school that include role assignments, grade level organization, or schedules (Gronn, 2002). Dimensions of Distributed Leadership:

The literature shows that there are seven dimension of Distributed Leadership. (Davis, 2009)

1. School organization: The formal structure that permits teachers to collaborate about instructional strategies with one another and the administration.

2. School’s vision: The collective beliefs of the staff working at the school. Teachers have input in the school’s vision, mission statement, and instructional goals. Teachers can articulate the school’s vision. The school’s goals are aligned with the state’s goals.

3. School culture: The intangible principles that define the school’s climate. Teachers are encouraged by the administration to take leadership roles in the school. Teachers collaborate to solve problems. Teachers feel respected by their peers and the principal.

4. Instructional program: All school personnel have ownership in the improvement of instruction. Instructional changes are based on data that are analyzed by the teachers and principal. Teachers discuss the different educational needs of specific children with specialists, special educators, and instructional

It may be for an activty, a lesson , a term, a course or for the whole acdamic year. In curriculum SLOs are for the acadamic year and are spacified for each subject and topic or curriculum area. Most SLOs progress and develop across grades where each SLOs (skill) is revisted, revise and reinforced. Progress towards one SLO is often dependented upon progress towards another. The curriculum of grade 9 identifies five competencies and a total of eight standards for key learning area in english language. The detail of compatencies and standards for each competancy are given